1. Introduction to Tests and Measurements
Chapter 1
Introduction to Tests and Measurements
Chapter 1

2. Terminology Measurement Reliability Objectivity Validity Test
Evaluation Formative or Summative Norm-Referenced Standard or Criterion-Referenced Standard
Provide definitions and differentiation between these terms:
Reliability – consistency – repeatability – trustworthiness
Objectivity – a special case of reliability – inter-rater reliability
Validity – truthfulness of measurement – consists of reliability and relevance
A test is a tool or instrument- can be written, physical and take on a variety of forms (e.g., subjective, objective, field, laboratory, etc.)
Evaluation is a statement of judgment about the quality of the results
Evaluation can be differentiated in a couple of ways Formative/Summative and
Norm-Referenced/Criterion/Referenced
Chapter 1

3. Purposes of Measurement, Testing, and Evaluation
Placement
Diagnosis
Prediction
Motivation
Achievement
Program Evaluation
Provide examples for each of these purposes of measurement, testing, and evaluation from your everyday activities and the issues that students will face in their professions.
Chapter 1

4. Taxonomy of the Cognitive Domain (Bloom)
1.00 Knowledge
2.00 Comprehension
3.00 Application
4.00 Analysis
5.00 Synthesis
6.00 Evaluation
Inform the students that the cognitive domain is the focus of chapter 10
Chapter 1

5. Taxonomy of the Cognitive Domain (Bloom)
1.00 Knowledge Knowledge of specifics Knowledge of ways and means of dealing with specifics Knowledge of the universals and abstractions in a field
2.00 Comprehension Translation Interpretation Extrapolation
3.00 Application
This is a further breakdown of the levels of the cognitive domain
Chapter 1

6. Taxonomy of the Cognitive Domain (Bloom)
4.00 Analysis Analysis of elements Analysis of relationships Analysis of organizational principles
5.00 Synthesis Production of unique communications Production of a plan for operations Derivation of a set of abstract relations
6.00 Evaluation Judgments in terms of internal evidence Judgments in terms of external evidence
Continuation of breakdown of the cognitive domain
Chapter 1

7. How do you feel about rumspringa?
Almost no one will be able to identify with the word. That is the point. Before one can have an attitude or feeling about something, they must know what it is.
Ask the students how they feel and what they believe about “rumspringa”. Almost no one will be able to identify with the word. The is the point. Before one can have an attitude or feeling about something, they must know what it is.
Illustrate that if you had asked them how they felt a current controversial issue (e.g., busing, apartheid, nuclear war, etc., they would have felling or beliefs of it). You might choose a controversial topic fro your local campus.
Don’ tell them what rumspringa is just yet – that is to come in a minute.
Chapter 1

8. Other Topics Busing Abortion Apartheid This class Physical activity
Drug use in sport
Professional athletics
Your instructor
This introduces the Affective domain.
Ask the students how they feel and what they believe about “controversial topics”.
However, before one can have an attitude or feeling about something, they must know what it is.
Illustrate that if you had asked them how they felt a current controversial issue (e.g., busing, apartheid, nuclear war, etc., they would have felling or beliefs of it). You might choose a controversial topic from your local campus.
Don’ tell them what rumspringa is just yet – that is to come in a minute.
Chapter 1

9. Taxonomy of the Affective Domain (Krathwohl)
1.00 Receiving
2.00 Responding
3.00 Valuing
4.00 Organization
5.00 Characterization by a value complex
This issues a taxonomy of the Affective Domain. Point out that they can not comment on their belief about Yoknaphatawpha because they have not “received” any information about it. That is, they don’t know what it is.
Step through the taxonomy as one learns more about the particular belief in the Affective Domain.
Indicate that the Affective Domain is the focus of Chapter 14 in the text.
Chapter 1

10. Taxonomy of the Affective Domain (Krathwohl)
1.00 Receiving Awareness Willingness to receive Controlled or selected attention
2.00 Responding Acquiescence in responding Willingness to respond Satisfaction in response
Further breakdown of the Affective Domain
Chapter 1

11. Taxonomy of the Affective Domain (Krathwohl)
3.00 Valuing Acceptance of a value Preference for a value Commitment
4.00 Organization Conceptualization of a value Organization of a value system
5.00 Characterization by a value complex Generalized set Characterization
Continued breakdown of the Affective Domain
Chapter 1

12. Some Amish groups practice the tradition of rumspringa
Ask the students how they fell and what they believe about “Yoknaphatawpha”. Almost no one will be able to identify with the word. The is the point. Before one can have an attitude or feeling about something, they must know what it is.
Illustrate that if you had asked them how they felt a current controversial issue (e.g., busing, apartheid, nuclear war, etc., they would have felling or beliefs of it). You might choose a controversial topic fro your local campus.
Define rumspringa – Some Amish groups practice the tradition of rumspringa ("running around"). Teens aged 16 and older are allowed some freedom in behavior. Thus, students can have an opinion or feeling about rumspringa but not until they actually know what it is.
Some Amish groups practice
the tradition of rumspringa
("running around")
Chapter 1

13. Taxonomy of the Psychomotor Domain (Harrow)
1.00 Reflex movements
2.00 Basic-fundamental movements
3.00 Perceptual abilities
4.00 Physical abilities
5.00 Skilled movements
6.00 Nondiscursive movements
An illustration of a Taxonomy from the Psychomotor Domain. Notice that it builds from low to high, just like the Cognitive and Affective Domains.
Point out that the Psychomotor Domain will be discussed in Chapters 10, 11, and 12 of the textbook
Chapter 1

14. Taxonomy of the Psychomotor Domain (Harrow)
1.00 Reflex movements Segmental reflexes Intersegmental reflexes Suprasegmental reflexes
2.00 Basic-fundamental movements Locomotor movements Nonlocomotor movements Manipulative movements
Further breakdown of the Psychomotor Domain
Chapter 1

15. Taxonomy of the Psychomotor Domain (Harrow)
3.00 Perceptual abilities Kinesthetic discrimination Visual discrimination Auditory discrimination Tactile discrimination Coordinated abilities
4.00 Physical abilities Endurance Strength Flexibility Agility
Continued breakdown of the Psychomotor Domain
Chapter 1

16. Taxonomy of the Psychomotor Domain (Harrow)
5.00 Skilled movements Simple adaptive skill Compound adaptive skill Complex adaptive skill
6.00 Nondiscursive movements Expressive movement Interpretive movement
Continued breakdown of the Psychomotor Domain
Chapter 1

17. Figure 1.1 Relationships among test, measurement, and evaluation
Talk of the Relationships among the variables that were introduced in Chapter 1
Chapter 1